Supporting Adults through Vocational Education (S.A.V.E) EMT Program

Transcription

1 Supporting Adults through Vocational Education (S.A.V.E) EMT Program The S.A.V.E. EMT Program prepares adult students to become certified emergency medical technicians and to work in the EMT field where they will provide basic emergency care to victims of traumatic and/or medical emergencies and transport them to the appropriate medical facility. This intensive five month EMT course is competency based and includes a three-week pre-training, didactic lectures, practical skills labs, and two basic life support clinical rotations on a ambulance in New York City. Our Approach While attending the technical training, S.A.V.E. EMT students participate in an integrated academic support course to strengthen basic skills and preview and review technical training content. The basic skills component supports students who are preparing for the New York State Emergency Medical Technician certification exam. The program provides academic support and enrichment to students with a diverse range of literacy proficiencies and socio-economic backgrounds. Lesson Preview The Body Systems and Topographic Anatomy lesson is an introduction to concepts and processes in basic human anatomy and physiology. S.A.V.E. students complete this lesson during the pre-training vestibule component of the program, using a variety of reading and group work learning strategies. During the course of the lesson, students complete two journal entries to explain the planes of the human body and how two body systems of their own choosing work together. They complete a body cavity labeling activity and play Topographic Anatomy Charades to deepen their understanding of topographic anatomy.

2 Body Systems and Topographic Anatomy Guiding Questions: How do the human body systems work together? What functions does each system perform? What organs comprise a body system? Lesson Description During the course of the lesson, students complete two journal entries to explain the planes of the human body and how two body systems of their own choosing work together. They complete a body cavity labeling activity and play Topographic Anatomy Charades to deepen their understanding of topographic anatomy. Learning Objectives Identify the quadrants, cavities and planes of the body Identify the component parts of various body systems in the human body Explore relationships between human body systems Apply active reading strategies to EMT text book Apply knowledge of technical vocabulary and information to varied learning situations Materials Journal #3 & #4 Copies: Quadrants and Anatomic Positions cutouts Copies: Anatomic positions activity Copies: Body cavities Copies: Spinal Column Diagram Colored pencils Glue sticks Scissors Markers Electronic pencil sharpener (optional) Zippy bags with topographic anatomy charades cards for pairs Learning Plan 1. Journals #3 and #4 (photocopy front/back) Journal #3: Write about topographical anatomy. What is it? What does the phrase landmarks on the surface of the body mean? Why do EMTs need to know about topographical anatomy? Describe the planes of the body. What directional terms do you remember? Journal #4: Choose two human body systems. Below, describe how they work together. You can choose from the pairs listed below, or select your own. Please write in complete sentences. Skeletal & Muscular Nervous & Skeletal Circulatory & Urinary Digestive & Urinary

3 2. Quadrants & Anatomic Positions cut-out activity; Body cavities labeling, spinal column diagram labeling 1. Explain to students that we are going to review quadrants, anatomic positions, body cavities, and parts of the spinal column. 2. Explain each hand-out. 3. Encourage students to try to do the work without referencing the text book or lecture notes. 4. Make materials available: colored pencils, scissors, markers, glue sticks, copies. 5. Tell students that they may work together or individually and they may use the cafeteria tables if they would like. 3. Topographic Anatomy Charades 1. Explain to students that they will practice their topographic anatomy terminology with partners: a. They will work in pairs and use topographic anatomy charades cards. b. They will place the stack of cards face-down and take turns picking from the stack. c. Each student will have to do what the card says. d. If a card says to identify something, they should show it on their partner s body (as if the partner was the patient). If a card says to demonstrate something, they should show it with their own bodies.

4 Quadrants and Anatomic Positions Cut-Outs Left Upper Quadrant Left Lower Quadrant Right Upper Quadrant Right Lower Quadrant

5 Topographical Anatomy Part I: Quadrants 1. Draw the two intersecting lines that divide the abdominal cavity into quadrants. 2. Attach the correct labels to the quadrants. 3. Color the quadrants as follows: a) Left lower quadrant red b) Right upper quadrant blue c) Left upper quadrant green d) Right lower quadrant yellow

6 Topographical Anatomy Part II: Anatomic Positions 1. Place the pictures next to the correct anatomic position term. 2. Write what you know about each position. Place pictures in this column, next to the correct term. Write what you know about each position. Prone Supine Shock position Trendelenburg s position Fowler s position Recovery position

7 Coronal Plane Identify the invisible coronal plane. Charades Cut Outs Transverse Plane Identify the invisible transverse plane. Midaxillary Line Identify the invisible midaxillary line. Midsagittal / Sagittal Identify the midsagittal part of the body. Anterior Identify the anterior side of the body. Flexion Demonstrate flexion with your leg. Right Identify your patient s right arm. Inferior Name three body parts that are on the inferior part of the body. Left Identify your patient s left leg. Proximal Identify a body part that is proximal to the elbow. Extension Demonstrate extension with your arm. Adduction Demonstrate adduction with your legs. Medial Identify the medial part of the torso. Lateral Identity the lateral part of the trunk. Abduction Demonstrate abduction with your legs. Plantar Identify a plantar surface. Distal Identify a body part that is distal to the elbow. Rotation Demonstrate rotation with your arms. Posterior Identity the posterior side of the body. Superior Name three body parts on the superior part of the body. Palmar Identify a palmar surface.